scholarly journals User-Generated Content’s Impact on the Sustainability of Open Educational Resources

Open Praxis ◽  
2019 ◽  
Vol 11 (2) ◽  
pp. 211 ◽  
Author(s):  
Janani Ganapathi
Keyword(s):  
Social Media ◽  
Open Educational Resources ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Online Platforms ◽  
Rapid Dissemination ◽  
Commissioned Works ◽  
Novel Concept ◽  
Fundamental Requirement

Sustainability is a fundamental requirement to ensure long-term viability of open educational resource (OER) initiatives. To afford technology upgrades and author costs, most of the existing initiatives are heavily reliant on continued funding; limiting OER models to invest in commissioned works. User-generated resources come as a solution to this problem, although a fairly novel concept to the area of child literacy. Consequently, there is little evidence available in earlier literature on their use for education. With online platforms such as social media and gaming sites encouraging users to collaborate and create original content, user-generation is a potential instrument for circumventing costs and achieving rapid dissemination of works. However, it also presents a significant downside – questionable quality. This paper discusses the use of user-created OERs for literacy, exploring the quality and sustainability implications that arise from this creation method and the measures undertaken by an Indian organization to overcome the same.

scholarly journals Web Strategies for the Curation and Discovery of Open Educational Resources

Open Praxis ◽  
2016 ◽  
Vol 8 (4) ◽  
pp. 297 ◽  
Author(s):  
Vivien Rolfe
Keyword(s):  
Search Engine ◽  
Life Science ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Small Scale ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Open Education ◽  
Pragmatic Approach ◽  
The Uk

For those receiving funding from the UK HEFCE-funded Open Educational Resource Programme (2009–2012), the sustainability of project outputs was one of a number of essential goals. Our approach for the hosting and distribution of health and life science open educational resources (OER) was based on the utilisation of the WordPress.org blogging platform and search engine optimisation (SEO) techniques to curate content and widen discovery.This paper outlines the approaches taken and tools used at the time, and reflects upon the effectiveness of web strategies several years post-funding. The paper concludes that using WordPress.org as a platform for sharing and curating OER, and the adoption of a pragmatic approach to SEO, offers cheap and simple ways for small-scale open education projects to be effective and sustainable.

scholarly journals #PrettyLittleLiars: ABC Family in TV’s Post-Network Era

2021 ◽  
Author(s):  
◽  
Ariane Galope
Keyword(s):  
Social Media ◽  
Brand Identity ◽  
Critical Perspective ◽  
Network Competition ◽  
Transmedia Storytelling ◽  
American Television ◽  
Online Platforms ◽  
Online Presence ◽  
Network Era

<p>This thesis explores the branding of ABC Family as a home for ‘Millennial’ viewers through its original TV drama programme, Pretty Little Liars. ABC Family emerged during what Amanda Lotz (2007) terms the ‘post-network’ era of American television, a period that has been characterised by fierce inter-network competition and the availability of TV programming on a larger array of platforms, including online platforms. These revolutionary changes have been coupled with the emergence of a commercially desirable demographic known as the ‘Millennials’, a group of young people who are considered to be ‘native’ to this ‘post-network’ environment and whose media use and preferences are challenging networks to revise their strategies and develop programmes that aim to solicit their attention and engagement.  Pretty Little Liars has been specifically constructed to assert the brand identity of ABC Family as a channel “for and about Millennials” (Liesse A2). This programme has sought to distinguish itself within teen-oriented TV drama by incorporating cinematic aesthetics, serial storytelling, narrative complexity, and intertextuality – all of which have been characteristic of adult-oriented ‘high-end’ TV drama in the ‘post-network’ era. Pretty Little Liars has supplemented these efforts to distinguish itself by cultivating a thriving online presence. Important to this online presence are the use of ‘transmedia storytelling’ and social media. As this thesis demonstrates, transmedia storytelling and social media have the capacity to significantly extend the experience of a TV programme beyond what is aired on television. Importantly, their deployment in support of Pretty Little Liars has been successful in encouraging consistent viewing of new episodes as they are broadcast, a pattern that persists despite the post-network era’s capacity for delayed viewing on alternative platforms.  This thesis undertakes an in-depth examination of ABC Family’s ‘post-network’ strategy in three chapters, each of which takes a different critical perspective. Chapter One examines the internal and external challenges that contributed to the emergence of ABC Family’s rebranding. Chapter Two analyses Pretty Little Liars as a ‘high end’ teen-oriented TV drama that functions to elevate the profile of ABC Family while simultaneously engaging ‘Millennial’ viewers. Finally, Chapter Three explores the transmedia extensions of Pretty Little Liars that function to supplement the television narrative in ways that encourage and reward consistent viewing patterns and long-term loyalty.</p>

scholarly journals Developing Institutional Open Educational Resource Repositories in Vietnam: Opportunities and Challenges

2021 ◽  
Vol 22 (4) ◽  
pp. 109-124
Author(s):  
Vi Truong ◽  
Tom Denison ◽  
Christian M. Stracke
Keyword(s):  
Open Educational Resources ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Structured Interviews ◽  
Educational Materials ◽  
High Quality ◽  
The Public ◽  
Challenges And Opportunities ◽  
Sociocultural Characteristics ◽  
Economic Constraints

The introduction of open educational resources (OER) provides new opportunities for learners worldwide to access high-quality educational materials at the lowest cost. As a developing country, Vietnam is one of the countries that can most benefit from the OER movement. However, the concept of OER in Vietnam remains little known to the public, with few institutional OER repositories (IOER) developed. This study contends that IOER development in Vietnam is complicated and constrained by many contextual difficulties; it was designed to explore the challenges and opportunities. After a literature review, 20 semi-structured interviews were conducted with relevant stakeholders. Building on the findings from the literature, this study found that IOER development in Vietnam is constrained by five categories of challenges: (a) technological and infrastructure matters, (b) economic constraints, (c) sociocultural characteristics, (d) pedagogical concerns, and (e) legal limitations. Many of these challenges are not identified in the literature and provide insights into potential implications and solutions for future IOER in Vietnam and other countries.

scholarly journals #PrettyLittleLiars: ABC Family in TV’s Post-Network Era

2021 ◽  
Author(s):  
◽  
Ariane Galope
Keyword(s):  
Social Media ◽  
Brand Identity ◽  
Critical Perspective ◽  
Network Competition ◽  
Transmedia Storytelling ◽  
American Television ◽  
Online Platforms ◽  
Online Presence ◽  
Network Era

<p>This thesis explores the branding of ABC Family as a home for ‘Millennial’ viewers through its original TV drama programme, Pretty Little Liars. ABC Family emerged during what Amanda Lotz (2007) terms the ‘post-network’ era of American television, a period that has been characterised by fierce inter-network competition and the availability of TV programming on a larger array of platforms, including online platforms. These revolutionary changes have been coupled with the emergence of a commercially desirable demographic known as the ‘Millennials’, a group of young people who are considered to be ‘native’ to this ‘post-network’ environment and whose media use and preferences are challenging networks to revise their strategies and develop programmes that aim to solicit their attention and engagement.  Pretty Little Liars has been specifically constructed to assert the brand identity of ABC Family as a channel “for and about Millennials” (Liesse A2). This programme has sought to distinguish itself within teen-oriented TV drama by incorporating cinematic aesthetics, serial storytelling, narrative complexity, and intertextuality – all of which have been characteristic of adult-oriented ‘high-end’ TV drama in the ‘post-network’ era. Pretty Little Liars has supplemented these efforts to distinguish itself by cultivating a thriving online presence. Important to this online presence are the use of ‘transmedia storytelling’ and social media. As this thesis demonstrates, transmedia storytelling and social media have the capacity to significantly extend the experience of a TV programme beyond what is aired on television. Importantly, their deployment in support of Pretty Little Liars has been successful in encouraging consistent viewing of new episodes as they are broadcast, a pattern that persists despite the post-network era’s capacity for delayed viewing on alternative platforms.  This thesis undertakes an in-depth examination of ABC Family’s ‘post-network’ strategy in three chapters, each of which takes a different critical perspective. Chapter One examines the internal and external challenges that contributed to the emergence of ABC Family’s rebranding. Chapter Two analyses Pretty Little Liars as a ‘high end’ teen-oriented TV drama that functions to elevate the profile of ABC Family while simultaneously engaging ‘Millennial’ viewers. Finally, Chapter Three explores the transmedia extensions of Pretty Little Liars that function to supplement the television narrative in ways that encourage and reward consistent viewing patterns and long-term loyalty.</p>

Barriers, incentives, and benefits of the open educational resources (OER) movement: An exploration into instructor perspectives

First Monday ◽  
2018 ◽  
Author(s):  
Serena Henderson ◽  
Nathaniel Ostashewski
Keyword(s):  
Lifelong Learning ◽  
Open Educational Resources ◽  
Replication Study ◽  
Educational Resources ◽  
Instructional Materials ◽  
Institutional Policy ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Policy Makers ◽  
Major Benefit

Open educational resource (OER) barriers, incentives, and benefits are at the forefront of educator and institution interests as global use of OER evolves. Research into OER use, perceptions, costs, and outcomes is becoming more prevalent; however, it is still in its infancy. Understanding barriers to full adoption, administration, and acceptance of OER is paramount to fully supporting its growth and success in education worldwide. The purpose of this research was to replicate and extend Kursun, Cagiltay, and Can’s (2014) Turkish study to include international participants. Kursun, et al. surveyed OpenCourseWare (OCW) faculty on their perceptions of OER barriers, incentives, and benefits. Through replication, these findings provide a glimpse into the reality of the international educators’ perceptions of barriers, incentives, and benefits of OER use to assist in the creation of practical solutions and actions for both policy makers and educators alike. The results of this replication study indicate that barriers to OER include institutional policy, lack of incentives, and a need for more support and education in the creating, using, and sharing of instructional materials. A major benefit to OER identified by educators is the continued collegial atmosphere of sharing and lifelong learning.

scholarly journals Open Educational Resources in E-Learning

Organizacija ◽  
2010 ◽  
Vol 43 (1) ◽  
pp. 4-8 ◽  
Author(s):  
Dejan Dinevski ◽  
Samo Fošnarič ◽  
Tanja Arh
Keyword(s):  
Open Educational Resources ◽  
Educational Resources ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Global Level ◽  
Lifelong Learners ◽  
The Future ◽  
E Learning ◽  
Open Standards ◽  
Source Of Information

Open Educational Resources in E-LearningOpen educational resources in e-learning are the future source of information for lifelong learners. Open source and open standards are defined as the basis of the "Open educational resource movement" that is beginning to form on a global level in the last decade. The characteristics of the OS are investigated in the relation to e-Learning, existing and new pedagogical principles and copyright issues. Several good practices, ideas and existing initiatives are presented and the vision of the future of open educational resources is introduced.

scholarly journals How to Fight Fair Use Fear, Uncertainty, and Doubt: The Experience of One Open Educational Resource

2019 ◽  
Vol 3 (1) ◽  
Author(s):  
Lindsey Weeramuni
Keyword(s):  
Best Practices ◽  
Fair Use ◽  
Open Educational Resources ◽  
Third Party ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Open Education ◽  
Course Content ◽  
The Face ◽  
The University

At the launch of one of the early online open educational resources (OER) in 2002, the approach to addressing copyright was uncertain. Did the university or the faculty own their material? How would the third-party material be handled? Was all of its use considered fair use under Section 107 of the U.S. Copyright Act (Title 17, United States Code) because of its educational purpose? Or was permission-seeking necessary for this project to succeed and protect the integrity of faculty and university? For many years, this OER was conservative in its approach to third-party material, avoiding making fair use claims on the theory that it was too risky and difficult to prove in the face of an infringement claim. Additionally, being one of the early projects of its kind, there was fear of becoming a target for ambitious copyright holders wanting to make headlines (and perhaps win lawsuits). It was not until 2009 that the Code of Best Practices in Fair Use for OpenCourseWare was written by a community of practitioners who believed that if fair use worked for documentary film makers, video creators, and others (including big media), it worked in open education as well. Once this Code was adopted, universities and institutions were able to offer more rich and complete course content to their users than before. This paper explains how it happened at this early open educational resource offering.

scholarly journals Freeing CP: GIS&T and NACIS in the Open Educational Resources Movement

2009 ◽  
pp. 5-20
Author(s):  
David DiBiase
Keyword(s):  
Higher Education ◽  
Graduate Education ◽  
Information Science ◽  
Geographic Information Science ◽  
Geographic Information ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Special Case

This article positions higher education in geographic information science and technology (GIS&T), including cartography, in relation to the Open Educational Resources (OER) movement. After defining OER and the movement it denotes I compare several initiatives designed to promote free sharing of GIS&T-related educational resources and, in one special case, free provision of graduate education. Finally I consider a justification for conceiving Cartographic Perspectives as an open educational resource, and for freeing it from its current exclusive distribution to NACIS members, subscribers and their patrons.

cMOOCs and Global Learning: An Authentic Alternative

2013 ◽  
Vol 17 (2) ◽  
Author(s):  
Carol Yeager ◽  
Betty Hurley-Dasgupta ◽  
Catherine A. Bliss
Keyword(s):  
Online Courses ◽  
Lessons Learned ◽  
Massive Open Online Courses ◽  
Research Review ◽  
Press Coverage ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Global Learning ◽  
Massive Open Online ◽  
Definition Of

Massive Open Online Courses (MOOCs) continue to attract press coverage as they change almost daily in their format, number of registrations and potential for credentialing. An enticing aspect of the MOOC is its global reach. In this paper, we will focus on a type of MOOC called a cMOOC, because it is based on the theory of connectivism and fits the definition of an Open Educational Resource (OER) identified for this special edition of JALN. We begin with a definition of the cMOOC and a discussion of the connectivism on which it is based. Definitions and a research review are followed with a description of two MOOCs offered by two of the authors. Research on one of these MOOCs completed by a third author is presented as well. Student comments that demonstrate the intercultural connections are shared. We end with reflections, lessons learned and recommendations.

Support for Study: Online Educational Environments and the Rights to Education

2008 ◽  
Vol 12 (1) ◽  
Author(s):  
Lin Lin ◽  
Karen Swan
Keyword(s):  
Online Learning ◽  
Conceptual Framework ◽  
Collaborative Inquiry ◽  
Expert Knowledge ◽  
The Self ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Online Learners ◽  
Educational Environments ◽  
Independent Inquiry

This paper uses an online learning conceptual framework to examine the “rights to education” that the current online educational environments could provide. The conceptual framework is composed of three inquiries or three spaces for inquiries, namely, independent inquiry, collaborative inquiry, and formative inquiry towards expert knowledge [42] that online learners pursue and undertake in the process of their learning. Our examinations reveal that most online open educational resource environments (OERs) can incorporate more Web2.0 or Web3.0 technologies so as to provide the self-directed learners, who are the main audience of OERs, with more opportunities to participate, collaborate, and co-create knowledge, and accordingly, to achieve their full rights to education.

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